On the Period for Integrated Study in Which Environmental and/or STS Themes are the Center of Learning and Career Guidance is Taken into Account

论以环境和/或STS主题为学习中心并考虑职业指导的综合学习时期

• 批准号: 12680169
• 负责人: TSURUOKA Yoshihiko
• 金额: $ 2.05万
• 依托单位: CHIBA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680169/
• 关键词: Environmental Education; STS Education; Career Education; Career Guidance; The Period for Integrated Study; Thematic Learning; Science Education; Science and Technology

(1) Learning themes in the Period for Integrated Study (SOGOTEKINA GAKUSHU no JIKAN)The Integrated Study is well constructed when environmental theme or environmental and STS (Science, Technology, and Society) themes are in the center of learning.(1) Students notice that environmental problem is the most important problem in present and near future society.(2) School teachers recognize environmental problem as the most worthwhile in the Period for Integrated Study.(3) "Environment & Energy" and "Health & Medical Treatment" are the 2 big themes.(4) Environmental education and STS education are connected to international mutual understanding education or welfare & health education.(2) Career guidance in the Period for Integrated StudyTill now career guidance was insufficient and given for going on to the next stage of education. The Integrated Study should come to be deeply related with student'way of life, if some elements of career guidance are introduced into the Period for Integrated Study.(3) All text books for an upper secondary school science subject "RIKA KISO" were analyzed, and then various ways of use of history of science in STS education were clarified.(4) Four program modules for the Period for Integrated Study were developed. Those themes are "Diagnosis before Birth","Sardine : A Regional Food","Daily Life and Global Warming", and "Soap and Artificial Detergent".

(1) 综合学习期间的学习主题 (SOGOTEKINA GAKUSHU no JIKAN) 当环境主题或环境和 STS（科学、技术和社会）主题处于学习中心时，综合学习的结构就很好。(1) 学生注意到环境问题是当前和不久的将来社会最重要的问题。（2）学校教师认为环境问题是综合学习时期最值得关注的问题。（3）“环境与能源”和“健康与医疗”是两大主题。（4）环境教育和STS教育与国际相互理解教育或福利健康教育相联系。（2）融合学习期间的职业指导到目前为止，职业指导还不够，只提供了继续升学的机会。下一阶段的教育。如果在综合学习期间引入一些就业指导的元素，综合学习应该与学生的生活方式密切相关。(3)对高中科学科目“RIKA KISO”的所有教科书进行分析(4)开发了综合学习期的四个课程模块。这些主题是“出生前诊断”、“沙丁鱼：一种地区性食物”、“日常生活与全球变暖”以及“肥皂和人工洗涤剂”。

项目成果

福井 智紀 ほか: "理科教育における科学史の活用について"束京水産大学論集. No.38. 55-65 (2003)

Tomoki Fukui 等：《论科学教育中科学史的运用》文教水产大学学报第 38. 55-65 期（2003 年）。

福井 智紀 ほか: "高校「理科基礎」教科書における科学史の取扱い"千葉大学教育実践研究. No.10. 99-113 (2003)

福井智树等：《高中基础科学教科书中科学史的处理》千叶大学教育实践研究第10.99-113号（2003年）。

Tsuruoka,Y.: "The Position of Environmental Education in the "Period for Integrated Study""Science Education Monthly. 51(6). 4-8 (2002)

鹤冈Y.：《“综合学习时期”环境教育的地位》《科学教育月刊》。

結城 光夫 ほか編: "子どものための環境学習-総合的な学習の時間や現代的課題へのアプローチ-"ぎょうせい. 121 (2001)

由木光夫等人编辑：“儿童环境学习-综合学习时间和解决现代问题的方法-”Gyosei 121（2001）。

Fukui,T., et al.: "On the Use of History of Science in Science Education ― Review of Research in Japan ―"The Report of Tokyo University of Fisheries. No.38. 55-65 (2003)

Fukui, T., et al.：“关于科学教育中科学史的运用——日本研究回顾——”东京水产大学报告书第38. 55-65号（2003年）。